The Impact of Differentiated Methods of Teaching Approaches and Academic Performance among the 4Ps Pupil-Recipients in Lorega Elementary School

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{"abstract":"The study investigated the level of academic performance among the 4Ps Pupil-Recipients in relation to the different methods and approaches of teaching: lecture method, collaborative learning, differentiated instruction, and teacher-student interactive method. It also assessed the Differentiated Methods of Teaching Approaches and Academic Performance among the 4Ps Pupils-Recipients in the 2nd District of the Division of Bukidnon specifically at Lorega Elementary School for S.Y. 2019-2020. The level of academic performance and the level of academic achievement of the 4ps pupils were determined. Mean and standard deviation were used as treatment of the data. The relationship between the level of academic performance of 4ps pupils and the different methods and approaches of teaching as to: lecture method, collaborative learning, differentiated instruction, and teacher-student interactive method were assessed. To determine the relationship between these variables, the data was treated with Pearson R Product Moment Correlation Coefficient at p>0.05 level of significance. The descriptive correlational method of research was employed in determining the relationship between variables. Using the adopted instrument to 109 respondents, the perception of the 4ps pupils on the different methods and approaches of teaching was also assessed. Based on the data gathered, the major findings are the following: The findings showed that the “different methods and approaches of teaching” and the “academic achievement of 4P’s pupils don’t have any significant relationship. Majority of the respondents highly preferred and wanted to have a class with collaborative approach, differentiated instruction compared with lecture type method. There was no significant relationship between respondents profile in the academic achievement and there was no significant relationship between level of academic performance of 4Ps pupils-recipients in relation to the differentiated methods and approaches of teaching as to: lecture type, collaborative approach, differentiated instruction, and teacher-student interactive method.","abstract_source":"original","authors":["Jamie Lyn Rusville Lañojan-Micarandayo","Margarita Bebanco"],"date":"2025-02-28","doi":"10.5281/zenodo.14947018","id":4614,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"43ecb24e52b5165987e8b06d63a376c4050bc96997d83fa655277cf7d37ef011","schema":"scimatic-article/1","title":"The Impact of Differentiated Methods of Teaching Approaches and Academic Performance among the 4Ps Pupil-Recipients in Lorega Elementary School","volume":32}

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